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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/87114

    Title: 即時回饋系統對國小學生數學學習態度與自我調整學習策略之影響及其相關研究
    Other Titles: A study of the effect and relationship between mathematics attitude and self-regulated strategy with interactive response system for elementary school students
    Authors: 顧韶洵;Ku, Shao-Hsun
    Contributors: 淡江大學教育科技學系碩士班
    蔡秉燁;Tsai, Ping-Yan
    Keywords: 即時回饋系統;數學學習態度;自我調整學習策略;interactive response system;mathematics attitude;self-regulated learning strategy
    Date: 2012
    Issue Date: 2013-04-13 10:40:29 (UTC+8)
    Abstract: 回饋在教學過程中為重要的教學策略,即時回饋可以引起學習者的學習態度,也就是讓學生更有意願去實踐、參與學習過程。如果學生有機會表達他們的意見或是想法並且得到老師的回饋,可以提升學生的學習態度或是讓學生達成預期的目標。本研究旨在探討應用即時回饋系統,是否會影響學習者數學學習態度與自我調整學習策略及其相關性。本研究採單組後測設計。研究對象為台北市立某一所國民小學之三年級學生(N=51),以數學學習態度量表及自我調整學習策略量表進行資料蒐集。回收問卷以描述性統計、Pearson積差相關、獨立樣本T檢定統計方法進行數據分析。研究獲得的結論有以下幾點:

    Feedback is the most important strategy in the teaching process, and immediately feedbacks which can let student willing to practice and participate in learning give rise to the learning attitude of learners. If students were able to express their opinions or try to get the feedback of teachers, might improve their learning attitude or let them accomplish their expected object. The purpose of the research is to explore whether the Interactive Response System (IRS) would affect the mathematics attitude and the self-regulated learning strategies of learners on mathematics and its correlation. The research is one-group pretest-posttest design. Participants were 51 elementary school students studying in the Taipei Municipal Nankang Elementary School. The Mathematics attitude scales and Self-regulated learning strategy scales was used collect data and the findings are:
    1. Using IRS has influence on students'' mathematics attitude.
    2. Using IRS has influence on students'' self-regulated learning strategy.
    3. There is no significant correlation between students'' mathematics attitude and self-regulated learning strategy when using IRS.
    4. There was no significant gender difference in mathematics attitude when using IRS.
    5. There was no significant gender difference in self-regulated strategy when using IRS.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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